TEACCH Treatment and Education of Autistic and other Communication handicapped CHildren TEACCH outreach

VOLUME 4, ISSUE 4 SUMMER 2011

Introducing TEACCH’s New Director: Dr. Laura Klinger Laura Grofer Klinger, viewed as co‐therapists and an integral part of PhD, will join TEACCH the treatment team. In recent years, she has as Director on Septem‐ developed several new clinical programs fo‐ TEACCH ber 1, 2011 to become cused on persons with across the lifespan. In 2007, she started the University of UNIVERSITY OF the third director since Eric Schopler founded Alabama ASD College Transition and Support NORTH CAROLINA the program in 1972. Dr. Program for college students with ASD. The AT CHAPEL HILL Klinger has worked with program provides individualized services to SCHOOL OF individuals with autism help students develop appropriate skills for self MEDICINE and their families for the ‐advocacy, study skills, daily living, and social past 30 years. As a interactions as part of their transition into a freshman at Stanford University, she took a large, traditional university campus. The first INSIDE THIS developmental disabilities course and was child that Laura diagnosed with autism upon ISSUE: asked to volunteer in a classroom for children arriving in Alabama will graduate from The Uni‐ Introducing TEACCH’s New with autism. She has dedicated her career to versity of Alabama this August. In 2009, she Director: Dr. Laura Klinger autism ever since. Laura’s first formal connec‐ developed the West Alabama Autism Outreach tion with TEACCH dates from 1992 when she Program that provides early screening for ASD The Eric Schopler House – became a TEACCH intern after receiving a in rural family practice medical centers across Ph.D from the University of Washington West Alabama. She hopes that this program where she majored in Child Clinical Psycholo‐ will lead to earlier diagnosis and intervention, Fee for Services gy under the supervision of Dr. Geraldine particularly for families in rural areas with lim‐ Dawson. While at TEACCH she had the privi‐ ited services. WNC Autism Collaborative Active in Asheville lege of working with both previous directors, While at the University of Alabama, Laura has Eric Schopler and Gary Mesibov. She received taught both undergraduate and graduate Fire in Our Bellies—A the Martin S. Wallach Award for Outstanding courses in the Department of Psychology and Parent’s Perpective Psychology Intern in the Department of Psy‐ has supervised numerous student theses and chiatry at the University of North Carolina. In dissertations on various subjects related to au‐ TEACCH Star Heel Awards 1996 she collaborated with Gary Mesibov to tism. Using the TEACCH May Conference as a publish Autism: Understanding the Disorder. Honorary Doctorate model, Laura developed a similar yearly confer‐ awarded to She rejoins TEACCH after 18 years as a faculty ence on ASD at The University of Alabama with Dr. Gary Mesibov member in the Department of Psychology at approximately 500 professionals attending The University of Alabama. The Margaret D. Lansing each year. She has won several awards for Award Recipient Laura has a distinguished career as a clinician teaching excellence. specializing in disorder The TEACCH Core Value Laura has an impressive publication record rep‐ (ASD). Upon arriving in Alabama, she founded resenting research interests that span from TEACCH Award 2011 and directed the University of Alabama Au‐ basic science to intervention. She credits many tism Spectrum Disorder Clinic. Using TEACCH of her research ideas to her training at iPad Social Activities as a model, she developed a clinic that pro‐ TEACCH. She is interested in the unique way in vides diagnostic evaluations, therapy, and which persons with ASD learn about the world. school consultation services. True to her She and her cognitive husband, TEACCH training, Laura continues to follow Mark Klinger, began collaborating on autism Eric Schopler’s belief that parents should be research in graduate school and continue to PAGE 2

(INTRODUCING TEACCH’S NEW DIRECTOR CONTINUED) work together. They have published articles on Mark Klinger, began collaborating on autism research in graduate school and continue to work together. They have published articles on learning and memory skills including brain imaging re‐ search. Laura is also interested in using their research to develop effective treatment programs. For example, she has published on the assessment of IQ skills in children with ASD and on the effectiveness of social skills groups. She and her husband plan to continue their productive research collaboration. Mark will be joining the UNC School of Medicine as an Associate Professor in Allied Health.

Laura has been an active member of state and international autism advocacy organizations. At the state level, she is a founding member of the Alabama Autism Providers Network and a member of several different subcommittees for the Alabama Autism Interagency Coordinating Council. She has spent 18 years working to improve the system of care for indi‐ viduals with autism and their families in Alabama. At the international level, she has served on the Board of Directors for the International Society for Autism Research since 2009. She is active at international conferences participating in con‐ ferences in London, Spain, Denmark, Scotland, and the Philippines.

Laura and Mark have two children, Kate, age 15 and Benjamin, age 9 who will be entering the Chapel Hill/Carrboro Schools in the fall. As a family they are avid basketball fans, rarely missing a game in the last 18 years at The University of Ala‐ bama. They are excited about moving to a university with an excellent basketball reputation and are practicing “Go Heels” after so many years of saying “Roll Tide.” The Eric Schopler House – Germany By Dr. Mary Van Bourgondien, Professor, Clinical Director, Raleigh TEACCH Center The Eric Schopler House is a group der to develop individualized strategies sions, the staff members consist‐ home for adults with Autism Spec‐ to help them learn new skills, decrease ently demonstrated great respect trum Disorders located in Schmallen‐ their behavior problems, and have a and concern for the rights and well berg, Germany. Named for Dr. high quality of life. Consultants from being of the adults with autism. In Schopler, the founder of the the short time they have been to‐ TEACCH Program, the group gether, they have already utilized home was established in 2009 by the Structured Teaching techniques Social Work St. George. Today, to create positive and calm living there are 4 living units each serv‐ and work experiences for the resi‐ ing 6 adults for a total of 24 indi‐ dents. As one walks through the viduals between the ages of 20 workshop and living programs, the and 46 years. Three of the individualized schedules, work sys‐ homes serve individuals with tems, and visualized instructions classic ASD (2 groups of men and are evident. one group of ladies) who attend a After a great beginning, the nearby day center. The fourth Schopler House staff members, group of high functioning men with Autea, a specialized autism program in with the support of the Autea con‐ autism is working on vocational skills Germany whose staff members have sultants, are continuing to develop that will hopefully lead to supported received training from TEACCH centers the program in order to teach the employment opportunities in the around North Carolina, provide training residents more complex communi‐ community. and on‐going consultation in the cation, social and functional work The setting is a beautiful countryside TEACCH method. skills. The rural setting combined town with lots of green open pastures During an April consultation visit, I had with the dedication to serve individ‐ and picturesque hillsides. For these the opportunity to meet with the resi‐ uals with autism utilizing their men and women with autism, it is a dents, staff members, and consultants strengths and interests clearly re‐ lovely home that utilizes TEACCH’s to the Eric Schopler House. It was a flects the interests and values of Structured Teaching principles in or‐ delightful experience! In our discus‐ Eric Schopler!

TEACCH OUTREACH—SUMMER 2011 VOLUME 4, ISSUE 4 PAGE 3 Fee for Services By Dr. Margaret Dardess, Interim Director of TEACCH These will include diagnostic evalu‐ Third party payments will be pos‐ ations, parent training sessions, sible for diagnostic evaluations. counseling sessions for adults with However, due to the educational autism, early intervention sessions, nature of the parent training ses‐ formal parent workshops, and oth‐ sions, the fees for these services er specialized services provided to ($50. per session) will not be cov‐ families or community groups. The ered by third party payments. decisions about fee‐based services TEACCH has started a fund raising were made with regard to meeting campaign to help families who the needs of as many families and need financial assistance to help community groups as possible. cover these parent training ses‐ Those services requiring high levels sions. Since it was founded, TEACCH has been able to operate through state of individualized attention and time As many of you know, there have funding and the generosity of do‐ by staff members per individual and already been some other types of nors. Unfortunately, due to the re‐ family (e.g., diagnostic evaluations, TEACCH services that have been cent national economic crisis, the parent training sessions) will be offered for a fee, for example, con‐ funds available to TEACCH through provided for a fee, while those that sultation to schools or group the state budget have decreased homes, professional workshops, considerably. In order to be able to and social skill groups. These ser‐ continue providing high quality ser‐ vices when available will continue vices to the growing numbers of to be offered on a fee for service individuals in the autism communi‐ basis.

ty, TEACCH has been forced to find Working with children and adults ways to generate revenue. Charg‐ with Autism Spectrum Disorders ing a fee for services that require a of all ages and ability levels contin‐ high level of staff investment will ues to be the mission and the pas‐ allow TEACCH to continue provid‐ sion of TEACCH Centers, and ing other services free of charge either serve more people concur‐ TEACCH is exploring every option and to reach as many families as in order to maximize the support possible. rently (e.g., support groups) or are more efficient (e.g., phone consul‐ for parents and persons with au‐ TEACCH will continue to provide a tation) will remain free. tism during this challenging eco‐ wide range of services to support nomic time. individuals on the autism spectrum TEACCH strives to offer diagnostic as well as their families and local evaluations and parent training ses‐ community groups. Many of the sions to North Carolina families in services will remain free of charge, need of these core services. While such as initial intakes, phone con‐ the exact billing mechanisms and sultation, support groups, parent fee structure is not yet in place, mentoring, and short‐term emer‐ consistent with the policies of the gency assistance. Certain types of other clinical services at the Univer‐ community support will also remain sity of North Carolina at Chapel Hill, free. TEACCH will work with families TEACCH will begin charging for who need financial assistance to services that require more individu‐ make these core services available to them. alized attention by staff members. PAGE 4 WNC AUTISM COLLABORATIVE ACTIVE IN ASHEVILLE By Steven R. Love, Ph.D. Clinical Director Asheville TEACCH Center

In April 2009, the first meeting of the Western cation, education and intervention needs of our young North Carolina Autism Collaborative was con‐ children with autism. vened with the goal of bringing together agen‐ cies important in the care, treatment, education In December 2010, Steve Love, Ph.D., Clinical Director and support of children with autism spectrum at the Asheville TEACCH Center, Joe Yurchak, West‐ disorder and their families. Growing out of a his‐ ern Regional Director of ASNC, and Adrian Sandler, torically strong collaboration between the Ashe‐ M.D., traveled to Chapel Hill to present information on ville TEACCH Center and the Olsen Huff Child services for children in western North Carolina to a Development Center, and the newly developed larger state‐wide collaborative for autism spectrum Mission Hospital Autism Spectrum Disorders Pro‐ disorders, the North Carolina Autism Alliance.PAGE Review4 gram under Medical Director, Adrian S. Sandler, of the strengths and needs in our region, the strong M.D. , the collaborative serves as a touch point working relationship between the collaborative agen‐ for professionals in the western North Carolina cy members and future directions were presented. region working with children with autism and This presentation sparked a similar request by the Au‐ Asperger’s disorder. Representatives to the col‐ tism Alliance to hear from professionals in the eastern laborative include the aforementioned agencies, part of North Carolina, which was scheduled for early the Asheville Children’s Developmental Services 2011, and was also well‐received. These two events Agency (CDSA), Autism Society of North Caroli‐ may be indicative of the much needed future trend in na (ASNC), Asheville City Schools, Buncombe interagency coordination at the “grassroots” local lev‐ County Schools, Henderson County Schools, el up to the broader state level, to ensure inter‐agency Family Support Network (FSN), Western High‐ appropriate dissemination of knowledge on ASD, pos‐ lands Local Management Entity, and F.I.R.S.T. sible sharing of resources, continuity of programming, (Families’ Information Resources Support & and an ongoing assessment of needs and gaps in ser‐ Technology). vices.

Developments to date have included the estab‐ Throughout this two‐year process of the development lishment of a listserv to promote ongoing discus‐ of the WNC Autism Collaborative, which has occurred sion of autism issues; helping to support local alongside of critical state budgetary problems that primary care pediatricians in conducting effective many agencies have faced during this period, drawing autism screening; making agency collaborative together to share information and support for each members aware of new program developments other has been invaluable in these uncertain times. and service implementation; coordination of Hopefully the work of the WNC Autism Collaborative communication between clinical/diagnostic pro‐ can continue to serve as both an acknowledgement of grams and schools; and training issues. At vari‐ the fine work already accomplished in the western ous times, outside presenters have come to make region around autism services, and a guiding force and the collaborative team members aware of issues “think tank” for future developments. such as Cub/Boy Scouting programs for children with disabilities. Occasional case presentations have also offered a “real world” perspective in discussing the successes and needs of children on the spectrum and their families. It has been the hope of the group that the WNC Autism Collabo‐ rative could be a model to other regions of the state as they work around the increasing identifi‐

TEACCH OUTREACH—SUMMER 2011 VOLUME 4, ISSUE 4 PAGE 5 A Parent’s Perspective - “Fire in Our Bellies” By Mary Lou “Bobo” Warren When I first heard about the ward into the future, it will require us all to accept this change impending changes that Divi‐ and all other changes that will be in the best interest of our sion TEACCH was facing, I ad‐ children and that will insure that the quality of service that has mit I was quite upset. Change always been there remains. is never a bad thing, but what As I look forward into the future for my son, George who will could make it bad is the way it be forty‐nine this month, we have come a long way together. A is done or not a good reason for lot of what has happened for him has been because I was will‐ doing it. When I think back to ing to accept change and to accept the responsibility to create the early days of TEACCH and services that would secure his adulthood. He lives comfortably while sitting in Eric Schopler’s in a group home and has been successfully employed without office who was then parent interruption for thirty‐one years. If I had not had Eric Schopler consultant to me and my hus‐ as mentor, friend and teacher, I might not have learned the band, I remember distinctly a lesson that change is good or to realize my own capabilities to serious discussion we had make positive things happen. For having known him, I am about changing George’s thera‐ truly grateful. He taught me a lot about myself‐that I had pist from one staff member to strengths I didn’t even know I possessed. another. I resisted the whole Having said all of this, I do not perceive that the work is fin‐ idea because I was happy with ished and that everything is ok. I have fought a good fight, but the progress that George was I am getting old. The fight is still there, but the energy is not. George Warren making. Eric assured me that As I write this, there are many, many parents with aging chil‐ George would be ok. I trusted his judgment and went along with dren still living at home with no plans for their future—a place the change because he helped me to see that it would be good for to live and meaningful work to do. There are no suitable places George, and it was. George continued to move forward beautiful‐ for long‐term care. I worry about what will happen to George if ly. So, change can be good if there is a valid reason, openness, he outlives his siblings because he is the youngest. I keep and trust built by those who seek the change with those who will thinking that someone needs to be studying what happens to be most affected by it. the brain of aging persons with ASD as we are constantly told While we may be saddened by the events that brought us to what goes into the brain and how well we continue to nurture this new direction for Division TEACCH, we are entering a whole it as we age determines how well we stay mentally. If there is new era in the life of the program, and hopefully, we will embrace not a lot to build on, does this automatically mean dementia at it with open arms and trust that it will be good and that those who an earlier age? are responsible will always act in the best interest of those who Besides a cure, which we all hope for, and I have been wait‐ will be most affected by it. ing for it since George was two, all we have left is treatment, Back in the days before Division TEACCH became TEACCH, training, recreation, the hope for a good life with meaningful when it was a federally funded research project, the parents were work, with decent, humane, and quality care‐ living outside the meeting once a month as a group. It was here that a chapter of family’s home and in the end long term care. the Autism Society of America was born, presently, the Autism Recognizing that persons with ASD will be adults twice as Society of North Carolina. There were those among us who saw long as they are children, all the eggs cannot be put into one the value of this project and what it had meant in the lives of our basket, and I emphasize that. It is time for younger parents to children and we sought to make it a permanent program reaching step up to the plate, to take charge and to tackle the issues of across the state. What you have today would not be here if that adulthood: housing, jobs, long term care and research on ag‐ small group of parents had sat back and done nothing. We went ing and doing whatever else is necessary to claim these things after lawmakers with “fire in our bellies” for legislation to create for our children in proportion to their needs. Why? Today, you TEACCH, to fund the ASNC summer camp, to shape education are not where I am or many other parents, facing old age with legislation and to shape the state education that govern aging children, but you will be tomorrow. exceptional children’s programs, insisting that our children not be It is time for younger parents to have the “fire in the belly” categorized with the emotionally disturbed but have a separate that a small group of parents sitting around a table in 1970 had category. when we recognized something worthwhile and wanted it for Because much has changed since those early days, and the all parents and their children in North Carolina. It is my hope population now being served has been broadened by the inclu‐ that you will answer this challenge. It is also my hope that the sion of a whole spectrum of the disorder, it has become necessary new director of Division TEACCH brought about by this change to look at different methods of treatment and training to address will be the inspiration to parents that Eric was when he lit the specific and individual needs along the spectrum. As we go for‐ “fire in our bellies.” PAGE 6 TEACCH Star Heel Awards By Star Heel Selection Committee

TEACCH is pleased to announce their recipients of this year’s University of North Carolina Star Heels awards. These three TEACCH employees were nominated because they demonstrated dedication and commitment to individuals with autism and their families in the best of Tarheel traditions.

Jayson Delisle – Supported Employment Jill Scercy – Greenville Kay Sanderlin – Wilmington

Jayson was described by his nominator as one of the most dedicated coworkers she had the honor of working with during her time at the University of North Carolina at Chapel Hill. The nomination went on to describe Jayson as a natural in his role as Supported Employment Supervisor. She said that Jayson’s rapport with clients was “simply awe‐inspiring.” His re‐ spect, affection, understanding and devotion to TEACCH Supported Employment clients shine in his interaction with those folks.”

Jill, a professional and mother of an adolescent with autism was praised not only for her dedicated work at Greenville TEACCH but the significant contributions she has made and continues to make to her community. Her nomination noted “In addition to her superb leadership as the assistant director of the Greenville Center, she serves on the North Carolina Department of Public Instruction, Council on Educational Services for Exceptional Children, chairs the Pitt County Schools Exceptional Children’s Advisory Council and is active with the Pitt County chapter of the Autism Society of North Carolina.”

Kay was nominated by both her director and separately by all of the therapists in her office. Both nominations cited her skill with the families that call, come into the center, and her skill in managing the office noting that they are “lost when Kay is absent and we sure are glad she has a cell phone!”. The nomination went on to cite that with everything going on in the office, Kay always wears a smile and she works hard to make Wilmington TEACCH a warm and inviting place both for families and staff. Please join us in congratulating this year’s winners!

Honorary Fellowship for inspirational Autism expert Professor Gary Mesibov has been awarded an Honorary Doctorate Degree from The Uni‐ versity of Northampton during Summer Graduation Ceremonies today (19 July 2011). Professor Mesibov was recognised for his outstanding contribution over more than 30 years to the understanding and support of children and young people with Autistic Spec‐ trum Disorders. Professor Mesibov’s work as a clinician and academic has influenced change in support for countless children, not only in the USA but internationally. After being presented for his Award by Professor Richard Rose of the University’s School of Education, Professor Mesibov commented: “I’ve worked with so many wonderful people at The University of Northampton. It would be difficult to find a more talented and pro‐ fessional group of people. “I’ve been lucky enough to work with colleagues across many institutions, starting with my education at Brandeis University, Stanford University and The University of Michigan. All have helped me cross the bridge from academia into touching the lives of so many people. “People often don’t appreciate the pressures and stress involved for families coping with a young person on the Autistic Spectrum. A key challenge for the future is developing and training people who fully understand the disor‐ der. Developing staff who sufficiently understand Autism is absolutely vital. Training the‐ se people, along with further research into special educational needs is an important fo‐ cus for both myself, and The University of Northampton.”

Professor Mesibov’s Honorary Fellowship was presented as part of the Summer Ceremonies taking place this week (19 – 22 July) at The University of Northampton, during which time 3,532 students will be graduating.

TEACCH OUTREACH—SUMMER 2011 VOLUME 4, ISSUE 4 PAGE 7 The Margaret D. Lansing Award Recipient By Dr. Lee Marcus The recipient of the Margaret D. Lan‐ – to serve families and individuals with ty, in the shoes of others.” Another sing Award, affectionately known as autism. One colleague offered that one commented, “All interactions, both “The Miggie” embodies a number of of her finest qualities is her ability to personal and professional, are han‐ qualities that were particular to the remain focused on a project‐‐“She will dled with tact, honesty, and profes‐ namesake of this award. These quali‐ occasionally forget to do something of sionalism. Observing her working ties are: creativity, gets the job done, lesser importance to her (eat lunch, leave with small groups who have mem‐ respect and concern for others, col‐ for a dental appt., etc.) because she re‐ bers who are sometimes hostile, and laboration, compassion, and sensitivi‐ mains dedicated to getting the job done!” her innate respect for other people, ty and warmth. In her career with TEACCH she began as automatically drains away apprehen‐ a classroom teacher, moved into the sions or hard feelings on the part of The 2011 recipient of this award is psychoeducational specialist and train‐ those she comes in contact with.” Galene Fraley who has demonstrated er role, using all her skills in these differ‐ all of these through a long history With regard to collaboration, she with Division TEACCH, beginning dur‐ has been committed to gathering ing her years of teaching in one of the the “right” people together to first autism classrooms in the state in achieve particular goals. She active‐ the early 1970s, and then through her ly seeks out others for collabora‐ long‐time work as a psychoeduca‐ tion. In working with her through tional specialist and trainer. She sur‐ the years during classroom trainings rounded herself in numerous creative and in her spearheading more re‐ projects throughout the years that cently in therapist's meetings, her are part of the “clinic community” and colleagues have found her to be community at large, many of which open and eager to hearing other's were attended by or participated in opinions and to incorporate them in by people with autism. the process. ent vocational pursuits in a steadfast One colleague nominating her indi‐ commitment to better the lives of per‐ Her training as a Social Worker cated that she “thinks well on her sons on the autism spectrum. During combined with her innate ability to feet” which certainly involves creativi‐ this time, she also completed her Mas‐ understand others make her the ty and a strong knowledge base to ters Degree. superb professional she is. Her col‐ work from in meeting a variety of leagues find her always to be the work‐, or consultation‐related chal‐ A strong respect, warmth, and concern professional in her words and ac‐ lenges. She has always done a great for others exemplifies her sensibilities tions. She willingly shares her job of connecting with projects and/or when compared with Miggie Lansing’s knowledge about autism, methods people who need that kind of support. qualities. (trying to “be like Miggie” was she has found effective, and insights She knows who to go to, who is the a quality all therapists who met Miggie with colleagues regionally and the perfect person for a job. Thus, when tried to emulate). For our award win‐ world over. She truly lives the creativity is needed, she fulfills that ner, this quality comes naturally and “history” of the TEACCH program need by connecting the “creative per‐ continues to remain one of her strong‐ and knows many of the elements of son” who has the particular skills est qualities. She genuinely loves to it's development that will be lost needed…with the situation needing hear about the lives of people on the with her retirement. Galene is richly specific creativity. spectrum that she knows and loves deserving of this 2011 Miggie Award dearly. One TEACCH colleague said of because she embodies all the quali‐ Over her career, she has worked very her: “She absolutely shines in this area! It ties so ably demonstrated by that long hours, spending as much time as is her strength! She consistently is able to great lady. needed – above and beyond at times put herself, with compassion and hones‐

PAGE 8

The TEACCH Core Value Award By Dr. Lee Marcus The TEACCH Core Value Award was created to honor TEACCH staff members who epitomize the values of TEACCH while serving individuals with autism in non‐ traditional roles. This year’s TEACCH Core Value Award goes to Kathy Hearsey. As an employee of TEACCH, Kathy has embodied the criteria for this award which includes:

 commitment to improving the lives of individu‐ als with autism  respect for people we serve  can do attitude sions, and serving as a lead teacher in the elementary and  spirit of collaboration adolescent five day training course. Kathy is much attuned  commitment to excellence to the individual’s learning style and she is always conscious  commitment to increasing one’s knowledge of the individual’s and the family’s desires. She is constantly  recognition of others developing new training materials which she makes a great Throughout Kathy’s 24 years with TEACCH, she has effort to share with all TEACCH staff members throughout shown the greatest respect and commitment to the state. Kathy is one of those people for whom this award improving the lives of individuals with autism. She was created to acknowledge. In her work throughout the has served in a variety of roles, directing TEACCH’s world, she epitomizes the core values of TEACCH and she Supported Employment program, running social has demonstrated these characteristics through her career at skills groups, providing individual counseling ses‐ TEACCH. TEACCH Award 2011 By Nancy Dartnall, Clinical Director, Gastonia TEACCH Center The TEACCH Award is given each year to a professional in North Carolina who does not work for TEACCH and who positive‐ ly impacts the lives of people on the autism spectrum. This year the 2011 TEACCH Award was given to Ms. Claire Greer. Ms. Greer began her career as a classroom teacher of students with autism in the Asheville area where she improved the lives of individual students and their families directly on a daily basis. As she advanced in her career to hold administrative positions, in and outside of North Carolina, her sphere of influence for these students widened. Currently, and for the past 5 years, Claire Greer has worked for the North Carolina Department of Public Instruction in the simultaneously held positions of Con‐ sultant for Autism, and for Severe and Multiple Disabilities, and Director of the Deaf‐Blind Education Project. In the first role she is responsible for support and for developing resources for all 115 school districts in North Carolina and has created: ‐ training for autism assessment teams, ‐ training for autism problem‐solving teams, and ‐ training the trainer modules for teaching staff to build capacity throughout the state, all of which are available to every school district across the state. This year she has facilitated the availability of substantial amounts of federal funding to be available to each school district across the state with a Strategic Plan to serve students with autism spectrum disorders. For making an enthusiastically posi‐ tive impact on education for students with autism spectrum disorders in North Carolina, Claire Greer is extremely deserving of this award and TEACCH is pleased to be able to recognize her work in this way.

TEACCH OUTREACH—SUMMER 2011 VOLUME 4, ISSUE 4 PAGE 9

iPad Social Activities By Chris Nealy Mobile devices have become extremely popular with many parents (and kids) using smart phones and tablets for much more than calling and checking e‐mail. The explosion of “app” development has continued to expand the possibilities of exactly how we use these devices. All too often, though, devices such as Apple’s iPad become little more than handheld gaming systems .

Many apps are dedicated to building communication, tracking behavior, or teaching various academic skills. But, how do we incorporate the iPad and all of its next‐generation potential while promoting social interaction? With a little innovation, an iPad and its apps can be tweaked and customized to help meet many needs, including build‐ ing social skills. Here are 3 quick, easy‐to‐do ideas using FREE apps .

“Zoola” Social Exchange & Eye Contact 1. App: Zoola 2. Create a screenshot: hold home button and tap on/off button to take screenshot. E‐mail the photo to a computer and print. 3. Cut printout into individual images. 4. Use images as requests, holding by your face to encourage eye contact while identifying the animal. Child will match by touching corresponding image on the iPad and is rewarded with instant animal sounds and images. Other Skills: matching, proximal pointing, noun identifica‐ tion.

“Virtuoso” Turn‐Taking & Sharing Play 1. App: Virtuoso 2. Write letters/numbers of notes to create a rhythm when played (maybe write on strips of colored paper matching the piano keys in the app). 3. Cut the rhythm into 3 to 5 note sections and take turns playing to hear the song! Add sections over time to learn to play a whole song. Other Skills: matching, fine motor, sequencing, listening.

“AutismXpress” Showing Character Emotions 1. App: AutismXpress 2. Read a character‐based story with child while he has the iPad. Use printed images from AutismXpress in the book to show character’s emotions at various times. The child should be asked to identify the emotion by pressing the iPad icon and showing the screen, or by showing on his own face! Other Skills: Perspective‐Taking, Using a book. TEACCH Treatment and Education of Autistic and other Communication handicapped CHildren

TEACCH UNIVERSITY OF DONATION INFORMATION NORTH CAROLINA AT CHAPEL HILL Donations to TEACCH are welcome and should be directed SCHOOL OF MEDICINE as follows: CB# 7180 CHAPEL HILL, NC TEACCH Program Donations 27599 CB# 7180 Phone: 919-966-2174 Chapel Hill, NC 275899-7180 Fax: 919-966-4127 E-mail: teacch.unc.edu If you would like to donate to a specific center or activity, please indicate the program or activity on the memo line of the check or include a note stating your preference.

Thank you to all of the TEACCH Centers and Programs for contributing articles to this newsletter.

UPCOMING TRAINING OPPORTUNITIES OFFERED BY SURROUNDING TEACCH CENTERS Visit out website www.teacch.com for further information  Effective Strategies for Professionals Who Work with Very Young Children with Autism Spectrum

Disorders ‐ Part I  Make and Take ‐Part II " Making Teaching Activities for Very Young Children with Autism Spectrum Disorders"  TEACCH Structured Teaching Across the Spectrum  High Functioning Autism and Asperger’s Syndrome  TEACCH Training for Professionals Working with Adolescents and Adults with Autism  Fundamentals: Beginning Strategies for Using the TEACCH Approach  A Workshop on the ADOS (Autism Diagnostic Observation Schedule)  TEACCH Advanced Topics Seminar  High Functioning Autism/Asperger’s Syndrome  TEACCH Structured Teaching Across the Spectrum  High Functioning Autism and Asperger’s Syndrome

Please let us know . . . If you are currently receiving the hardcopy and are willing to receive it electronically or if you are currently receiving both versions and would like to be taken off the hardcopy list, please email Kathy Hearsey at [email protected] to update your newsletter profile with us.

TEACCH Newsletter

Editor ‐ Kathy Hearsey Design and Layout ‐ Michelle Jordy

Special Thanks to Mary Lou (Bobo) Warren and Betty Camp for their time, support and superlative editing efforts.